Thorner’s Church of England School in Litton Cheney, Dorset, has recently undergone an inspection, with the evaluation highlighting several strengths and areas for improvement. The school is characterized by a warm and positive atmosphere, fostering strong relationships among pupils, parents, and staff. This close-knit community is a source of pride for everyone involved. The school’s values are deeply embedded in daily activities, promoting a strong moral code among pupils. They actively participate in creating class charters, which help instill an understanding of right and wrong, as well as the concepts of rights and responsibilities.
Despite the positive environment, there are concerns regarding the expectations set by adults in some younger classes. Instances of low-level disruption have been noted, which can hinder the learning experience. The school offers a variety of enrichment activities that broaden pupils' horizons beyond their rural context, including trips and community events. Pupils take pride in their contributions to local projects, such as solar panel initiatives, which foster a sense of achievement and collaboration.
The school has a clear vision for success and has implemented a sequenced curriculum that builds on pupils' knowledge year after year. However, the curriculum lacks seamless integration from early years to Year 1, which affects the preparedness of children transitioning to more advanced learning. While phonics and mathematics are structured into manageable steps, other subjects do not have the same level of clarity, making it difficult for staff to assess pupils' understanding effectively.
Pupils demonstrate enthusiasm for their learning and can articulate what they have learned across various subjects. They show a good grasp of historical events, such as the World Wars, and understand their significance within their local context. However, the early years curriculum has been identified as lacking ambition, with staff needing a better understanding of the statutory framework to ensure children build the necessary knowledge for future learning.
The school has effective safeguarding measures in place, ensuring a safe environment for all pupils. Bullying is reported to be rare, attributed to the strong emphasis on respect and understanding of differences among pupils. The curriculum promotes concepts of equality and tolerance, fostering empathy and inclusivity within the school community.
Governors play an active role in the school’s evaluation, maintaining positive relationships with staff and regularly visiting to understand the school’s operations. They have successfully navigated various resourcing challenges, positioning the school for continued development and effectiveness.
To improve, the school must focus on clearly identifying and sequencing the specific knowledge it wants pupils to learn across all subjects, particularly from preschool to Year 6. Additionally, the early years provision needs to be more ambitious, ensuring that children engage in activities that build cumulative knowledge essential for their future education. By addressing these areas, the school can enhance its educational offerings and better support its pupils' learning journeys.
